Assertive Discipline: A Classroom Management Scheme for Transforming Pubecent Behavior

Abstract

INTRODUCTION

This study determined the effects of assertive discipline transforming pubescent behavior. Involved in this study were 50 grade VI section Sampaguita pupils of Buhay na Tubig Elementary School, Imus Cavite during the school year 2016 -2017.

METHODS

The researcher adopted the qualitative and quantitative method with the observation checklist as the major instrument in gathering data. To further strengthen and validate the information found in the observation checklist, focus group interview and class observation were also used. The data gathered in the focused group interview were presented in a narrative form and interpreted using frequency, percentage, ranking, t-test and ANOVA.

RESULTS

The most disciplinary problem among students is irresponsibility. This involved missing assignments, not finishing one's work, and lack of cooperation with classmates in doing monitorial or groupwork.

During this age,the children reveal a “don't care or bahala na attitude". Furthermore, the second disciplinary problem is aggression which involved writing on desk / walls, shouting at the top of one's voice and teasing classmates in class. The third disciplinary problem is rudeness which is not listening when another is talking or explaining something, transferring from one place to another while class is going on, and passing notes as the lesson is going.

DISCUSSIONS

There were different types of behavior manifesting irresponsibility, aggression and rudeness after the experiment but they were not as frequently manifested as before the start of the experiment. There was a significant difference in the type of behavior manifested by the subjects before and after the experiment on irresponsibility, aggression and rudeness. Assertive discipline is very effective in transforming pubescent behavior.